The Connecticut Noyce Math Teacher Leaders (MTL) Program<\/a>, led by Principal Investigator and Neag School Associate Professor Megan Staples<\/a>, aims to support the development and retention of exceptional math educators in Connecticut\u2019s highest-needs school districts<\/a> \u2014\u00a0while also building these districts\u2019 future leadership capacity in math education.<\/p>\n For math teachers who want to grow professionally and, at the same time, continue to serve students in the classroom, Staples says, the opportunity to progress as leaders in their area of expertise is somewhat limited.<\/p>\n \u201cWhat\u2019s the next step? Where do they go?\u201d Staples asks. \u201cMany of them get their 092 [educational administration certification], but they don\u2019t use it \u2026 So where is the professional growth and opportunity to expand and build their skill set in ways that contribute to education without leaving the classroom?\u201d<\/p>\n This project seeks to help fill that void. Ultimately, the researchers hope, it will not only help to produce math teacher leaders who are well-equipped to coach their math educator colleagues, but also more equitable outcomes in math instruction for students across the state into the future.<\/p>\n The MTL Program is modeled on grant work previously carried out by co-PI Gladis Kersaint<\/a>, UConn vice provost of strategic initiatives and Neag School dean emerita, when she was serving as faculty at the University of South Florida.<\/p>\n \u201cWith direct peer-to-peer support, more teachers are likely to stay and find success in the classroom,\u201d Kersaint explains. The Floridian school district with which she had formerly partnered had its own coaching model in place, but often could still not find enough coaches in math.<\/p>\n \u201cWe were providing the district with a cadre of people who could be tapped to support the professional growth and development needs for their teachers,\u201d Kersaint says. \u201cThe project provided a way for people who wanted to advance within their own field, and gave them an opportunity to see that they can contribute not only to students, but also to other math teachers.\u201d<\/p>\n Beginning this fall, Staples and her team will recruit a diverse group of 20 math teachers in grades 6 through 12 from Connecticut\u2019s Alliance Districts for a five-year professional learning and service program, slated to kick off in Spring 2022. It is the first grant of its kind, Kersaint says, to target Connecticut\u2019s Alliance School Districts, which have historically experienced greater needs in terms of retaining high-quality mathematics teachers.<\/p>\n The five-year MTL program will focus on developing these teachers into leaders and mentors in math education. Participants will take part in coursework; a series of individualized leadership projects executed in collaboration with school or district leaders; and conference presentations. In addition, they will have the opportunity to work alongside UConn\u2019s Center for Teaching and Learning to create online learning modules that other math teachers will be able to use going forward. A new 12-credit graduate certificate program in math education leadership is also in the works.<\/p>\n All of this, Staples says, will \u201callow [participants] to develop and exercise their leadership skills and make an impact in their own building, as well as statewide.\u201d<\/p>\n Enrollees will receive an annual stipend as well. The program\u2019s cohort model, Staples adds, is yet another benefit. \u201cHaving that network peer group can be really enriching, sustaining, and energizing,\u201d she says.<\/p>\n Providing math teachers with formal leadership training as well as the infrastructure they need to share their expertise with others going forward is crucial, according to the researchers.<\/p>\n \u201cMost of the work that we do at the CSDE when we work with districts is focusing on systemic change \u2014 because that really becomes lasting change,\u201d the CSDE\u2019s Michalek says. \u201cIf we can use the infrastructure to build leadership, which will then attract new teachers to those districts because there\u2019s a system to naturally support them, then perhaps we won\u2019t see turnover in those districts in math that we currently see.\u201d<\/p>\n Participants in the five-year MTL program will take part in coursework; a series of individualized leadership projects executed in collaboration with school or district leaders; conference presentations; and the creation of online learning modules for other math teachers.<\/p><\/blockquote>\n \u201cI think one important thing missing at schools is the feeling that teachers can make change,\u201d says co-PI Fabiana Cardetti<\/a>, mathematics professor in the College of Liberal Arts and Sciences. \u201cThey know the content. They know their students. They know what happens in the classroom. But if they are not the principal or department head, they may feel they cannot make change beyond their classroom.\u201d<\/p>\n Without feeling fully empowered to share with their colleagues best practices in equitable math instruction, and without a system in place through which they can pass along activities and practices they have found successful, Cardetti says, the field of math education is missing out \u2013 as are students.<\/p>\n \u201cIt feels very important to empower teachers, and to let them feel they can make change in their own classrooms \u2013 but also for their colleagues and schools, and especially so in the Alliance School Districts,\u201d she says.<\/p>\n The pandemic and its effects over the past months on everything from schools to students learning remotely to society as a whole, Cardetti says, has made the need for this work all the more apparent.<\/p>\n \u201cIt\u2019s not just about mathematics education; it\u2019s bigger,\u201d she says. \u201cThis is a prime moment to try to put all our heads together on how we change things in the future. These kids are going to be the future.\u201d<\/p>\n For the research team, support from two generous benefactors emerged as an added bonus. During her tenure as Neag School dean, Kersaint had introduced to the project Christopher McLeod, president of Elm Street Ventures, and his wife, UConn alumna Elaine \u201978 (NUR), director of the McLeod Blue Skye Charitable Foundation.<\/p>\nEmpowering Teachers to Make Change<\/strong><\/h2>\n
![\"Fabiana](\"https:\/\/today.uconn.edu\/wp-content\/uploads\/2021\/09\/CardettiPicture.jpg\")
An Extra Boost of Support<\/strong><\/h2>\n